|Statement||Trudy J. Hanmer.|
|Series||Issues in focus, Issues in focus (Hillside, N.J.)|
|The Physical Object|
|Pagination||112 p. :|
|Number of Pages||112|
|LC Control Number||95043831|
Rise of Women, The book. Read 2 reviews from the world's largest community for readers. While powerful gender inequalities remain in American society, wo /5. Describing the Reversal of the Gender Gap in College Completion (pp. ) The general outlines of the gender gap reversal in college completion are now well known.¹ This reversal occurred through a sharp slowdown in the rise in educational attainment of men, starting with cohorts born around tional gender gap has widely ignored the school as a potential source of variation in this gap. To our knowledge, Dresel, Stöger, and Ziegler (), Machin and McNally (), and Schöps and colleagues () are the only studies that examine variation in the size of the gender gap across a number of schools. Using data from a specific region in. Today, boys generally underperform relative to girls in schools throughout the industrialized world. Building on theories about gender identity and reports from prior ethnographic classroom observations, we argue that school environment channels conceptions of masculinity in peer culture, fostering or inhibiting boys’ development of anti-school attitudes and behavior.
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Brooks' essay "The Gender Gap at School" provides a historical basis and evidence for many relevant issues, and therefore can be seen as applicable and viable information. His discussion revealing the biological differences between men and women, boys and girls acts as a strong argument in opposition to the "subjective gender" question. In book: International indicates a gender gap for all except the unskilled working-class (Tinklin et al., ). In the United States, the gender gap in school engagement is found to be. Debates about gender and schooling have taken a surprising turn in the past decade. After years of concern that girls were being shortchanged in male-dominated schools, especially in math and science, there has grown a rising chorus of voices worrying about whether boys are the ones in peril. Consequently many, if not most, schools have a gender policy. As Chris Curtis points out here, teachers are under pressure to create a ‘boy friendly’ curriculum to ensure that boys are more engaged in lesson content, thereby magically closing the attainment gap. If .